Our Cultural Village - Guidelines and Content



Our Cultural Village – Content Template

|Name of the country this content is for: | |

|Possible sources |Links to and description of content |

|(These are indicative only. See the content | |

|guidelines for more) | |

|Online dictionaries | |

|Your dictionary | |

|The Free Dictionary | |

|Maps/flag | |

|Flickr | |

|The Internet Public Library | |

|CIA: The World Factbook | |

|Images | |

|Flickr | |

|Slideshare | |

|Information - history, significant events,  | |

|demography, language | |

|The Internet Public Library | |

|National Geographic | |

|Te Puna Web Directory | |

|CIA World Factbook | |

|Time For Kids Classroom | |

|Search engines | |

|Music/dance | |

|Flickr | |

|Internet Archive | |

|Jamendo | |

|Videos | |

|Greenpeace | |

|Flickr | |

|Internet Archive | |

| | |

|You Tube | |

|Vimeo | |

| | |

|Readers, eBooks, comics, magazines, podcasts| |

| | |

|International Children's Digital Library | |

|Internet Archive | |

|iTunes | |

|Scribd | |

|SpinXpress | |

|Wikimedia commons | |

|Newspapers | |

|The world's best newspapers | |

|Online Newspapers | |

| | |

TABLE TWO Guidelines

• Resource and content consideration

• Quality of resources and content

• Sensitive content

• Sourcing content

• Resource longevity

• Online safety

• Collaboration with students

• Copyright issues and Creative Commons

The following guidelines are to help you make informed decisions about the content to recommend for inclusion in "Our Cultural Village" country sites, and to help you select resources that provide maximum interactivity and engagement for the sites' users.

|Resource and content consideration | |

| |Guidelines |

|Quality of resources and content |Exercise professional judgement to evaluate all resources and content. If in doubt, do not include it, especially if it |

| |contains material that appears to be overly biased and/or hegemonic. Look in lists of resources collated by libraries. |

| | |

| |Use the following useful tips and questions to evaluate materials (adapted from McGraw Hill). |

| | |

| |What is the page's/site's purpose? |

| |Who is the author? |

| |Who is the sponsor? |

| |Are there obvious reasons for possible bias? |

| |Is contact information provided? |

| |Is there a copyright symbol? |

| |Check the editing history/'last updated' date of the page. Is it a "zombie" (no longer updated)? Check the page over a |

| |few days to see if the information has changed.  |

| |How well organised is it? |

| |Is the information source primary or secondary? |

| |Can you verify the information? |

|Sensitive content |Know your users. Select resources that take into account the cultural (including gender), historical, religious and |

| |political reality of the learners. |

| | |

| |Overall content should provide a rich, balanced, view. Also, look for representations that are authentic and not |

| |sensationalised,  unbalanced or hegemonic. |

| |  |

| |Example: show soldiers in the background in images of Iraq, acknowledging the reality of the fighting while not |

| |presenting it as the main focus. |

| |Example: balance unavoidable narratives of Kiribati's environmental endangerment with images of dance, social |

| |interactions, culture etc. |

|Sourcing content |Choose a variety of strategies to search the internet. The two key ways of finding information on the internet are using|

| |directories and using search engines. Directories are useful if you want to get an overview of a subject, as they give |

| |broad categories sometimes around topics that are difficult to search for using key words. Search engines are popular, |

| |however, as they will return very specific results. To use search engines efficiently you will find it useful to use |

| |key words and phrases, and find out about Boolean basics if you are not already familiar with them. |

| | |

| |Also: |

| |  |

| |Use a range of search engines and metacrawlers, e.g. |

| | |

| | |

| |search. |

| | |

| | |

| | |

| | |

| | |

| |Compile and bookmark useful sites - Twine (an online social bookmarking tool) is a good for this, as it will bookmark a |

| |site and has room for you to annotate/describe resources. This can save you a lot of time when making decisions about |

| |what to include. You can also share your Twines with collaborators if more than one of you is working on collecting |

| |resources about a country. |

| | |

| |Specific examples of useful sites to find a variety of resources include - |

| | |

| |The Internet Public Library - resources by subject category |

| |National Geographic - the official site of the National Geographic; has a wealth of multimedia resources, articles, |

| |images etc from all over the world |

| |Greenpeace - a rich source of worldwide video, audio and images, as well as articles. (But - see first section of the |

| |table re: bias) |

| |Te Puna Web Directory - a directory to New Zealand & Pacific Island web sites |

| |CIA World Factbook- facts and figures about countries from around the world. |

| | |

| |Your dictionary - a wide range of links to online dictionaries (although the site itself has some inappropriate |

| |advertising most of the links are to dictionaries hosted on other sites) |

| | |

| | |

| |The Free Dictionary - a small range of links mainly European online dictionaries |

| |International Children's Digital Library - a collection of freely available books in at least 100 languages, for |

| |children, teachers, librarians, and parents. A superb set of L1 reading resources. |

| |Time For Kids Classroom - has an ' Around the World' section which covers about 30 countries |

| | |

| |Select resources from a wide range of multimedia including: |

| |Flickr - images and videos |

| |Internet Archive - videos, music, magazines etc |

| | - videos |

| |You Tube - videos |

| |Vimeo - videos |

| |iTunes - audiobooks and podcasts |

| |Slideshare - presentations (some with audio - slidecasts) |

| |Scribd- articles, presentations, magazines etc |

|Resource longevity |Try to use providers that are likely to remain available (for example, a larger organisation with government funding |

|. |such as the Internet Archive (). |

|Online safety |We all need to be aware of the necessity for safety in cyberspace. |

| | |

| |See also: |

| |Two videos about cyber safety and etiquette |

| |Cyber safety tips (downloadable .pdf) |

| |Simple tips for staying safe online |

| |Stay - guidelines to keep your children, your computer, and yourself safe online |

|Collaboration with students |Students spend a lot of time surfing the internet and are often internet savvy. They may wish to help collate resources |

| |and/or have some great recommendations for valuable content. One way of encouraging students to look for and recommend |

| |appropriate, interesting resources is to set up a Twine that is specific to the country you are covering. Ask students |

|  |to evaluate the quality of resources they find using the same principles you use, and to include a brief description of |

| |the resource, and why they have recommended it.  |

|Copyright issues and Creative Commons |Copyright violation is a crime. Under copyright an author has the legal exclusive right to control the copying of their |

| |material and the fact that material is posted to the internet does not automatically put it in the public domain.  |

| | |

| |On the internet, however, intellectual property can be shared and used through Creative Commons, which enables people |

| |to publish their work digitally, share and build upon the work of others - consistent with the rules of copyright. The |

| |aim is to establish a fair middle way between the extremes of copyright control and the uncontrolled uses of |

| |intellectual property. |

| | |

| |CC provides a range of copyright licences, freely available to the public, which allow those creating intellectual |

| |property to mark their work with the freedoms they want it to carry. All CC categories require attribution. A clear |

| |explanation of the different licence categories can be found at 

| | |

| |If you prefer watching a video around CC: |

| | |

| |What is Creative Commons and why is it important? |

| |Creative Commons explained - what it is and how it works, explained by Mayer and Bettle |

| |Open Educational Resources at Otago Polytechnic |

| | |

| |When searching for material, click on the button that says something like "Search only pages that are free to use, share|

| |or modify, even commercially". |

| | |

| |Always verify a work is actually under a CC licence by following the link. Contact the copyright holder directly, or try|

| |to contact the site where you found the content if you are in doubt. And remember, even if content has "all rights |

| |reserved" a polite email explaining why and how you would like to use the resource can result in written consent. |

| | |

| | |

| |Commonly used sites where you can find material free of copyright under CC can be found at: |

| | |

| |New Zealand material |

| |Flickr (image) |

| |Blip TV (video) |

| |You Tube (video) |

| |Jamendo(music) |

| |SpinXpress (media) |

| |Wikimedia commons (media) |

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In order to avoid copyright disputes, this page is only a partial summary.

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